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Software Vault: The Gold Collection
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CNN6-14
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1993-06-14
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****** *** *** * Monday, June 14, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
********************************************************************
* Turner Educational Services, Inc. is proud to introduce BRIAN C.*
* ANDREWS as the new co-anchor for CNN NEWSROOM. Joining CNN in *
* 1990 as an anchor-editor for CNN Radio, Andrews was also the *
* anchor of the pilot for TBS' NEWS FOR KIDS. *
********************************************************************
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 :40
TOP STORY 2 A Somali Warlord is the target of U.N. 4:45
air attacks.
WORLD 3 A German newspaper's reaction to the U.N. :30
REACTIONS strike on Mogadishu
FUTURE 4 The U.S. Army of the 21st century will be 2:40
DESK computer-trained for different missions.
DEFINITION 5 "VAST WASTELAND": A term coined by Newton :15
Minow shortly after assuming the post of
Chairman of the FCC in 1961. It refers to
the television programming landscape in the
U.S.--Les Brown's Encyclopedia of Television.
AT ISSUE: 6 Some say American television is overloaded 5:25
TV VIOLENCE with violence.
CLOSE 7 :45
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
Mohamed Farah Aideed multi-national force reality programs
graphic images "sweeps" pervasive innocent victims
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK June 14, 1993 (2)
TOP STORY - SOMALIA
1. Why did the U.N., led by U.S. war planes, sponsor air attacks
on Somalia? What targets were hit? What event precipitated
these attacks? Who does the U.N. blame for this?
2. What was the purpose of "Operation Restore Hope"? What role
have Somali warlords played in the famine there? How have the
warlords helped and/or hindered international efforts to bring
food and order to Somalia? Who has maintained the peace?
3. In small groups, have students consult newspapers and news
magazines dating from December 1992 to create a time line of
internal events in Somalia and international involvement in
Operation Restore Hope. Lead a class discussion by asking
groups to share their opinions on the progress and effective-
ness of the mission and on the air strike decision. Ask
students if military action was warranted or unwarranted. If
they favor the action, have them explain why it was necessary.
If not, have them suggest alternatives they would support.
TV VIOLENCE
4. What evidence suggests that TV today is a "grisly graveyard of
images"? How is TV violence different today than in shows of
previous eras? What kinds of programs reflect this trend?
5. Do you think TV violence is more the CAUSE or the EFFECT of a
violent culture? Does government have the right to legislate
the amount and kinds of violent TV programs shown? Explain.
6. Divide students into 3 groups for the following simulation:
a. Have Group #1 act as concerned citizens/parents whose main
interest is what children are exposed to on TV.
b. Have Group #2 act as TV and advertising executives who
want to choose their own programming and make profits.
c. Have Group #3 act as members of Congress who must mediate
between Groups #1 and #@ while protecting the First
Amendment right to free expression.
d. Direct each group to research and develop a position on TV
violence and a proposal on how to resolve the issue.
e. Structure a series of talks so that Groups #1 and #2 meet
and question each other and Group #3 meets individually
with the each of the others. Direct students to work
toward "negotiation" in their talks, with Group #3 in
charge of mediating a compromise and reaching a consensus.
f. When a solution is reached, have representatives from the
three groups hold a press conference to announce it.
7. Assign groups of students to different local TV channels and
have them keep a 5-day log of incidents of violence on that
channel on the STUDENT HANDOUT (pg 4). Have groups share and
analyze their findings in a class discussion. Then have each
student write a newspaper or magazine feature story about his
or her observations on TV violence and its frequency.
***** * * ***** * * ***** ***** June 14, 1993 (3)
* * * * * * * * *
*** * * * * * **** ***
* * * * * * * * *
* ***** * ***** * * ***** DESK: FUTURE WARS
1. PREVIEWING: Describe some of the activities that you have seen
the U.S. Army participate in recently.
2. AFTER VIEWING: How do computers and virtual reality assist the
U.S. Army in its training? How does this hi-tech training save
the U.S. government money? What are some of the "new missions"
that can be simulated in computer training?
3. How have recent changes in the Army's budget and personnel
forced the Army's leaders to rethink their methods of training
and objectives? What is the Army's primary objective? Do you
think the Army should conduct civilian missions? Explain.
4. Working in small groups, have students create public relations
campaigns for the Army of the 21st century. Begin by having
groups look at different missions the Army has led or
participated in recent years. Then have groups brainstorm
other possibilities and incorporate those into their campaigns.
Have each group outline and present its PR campaign to the
class. Allow each group to assess the overall ability of each
campaign to enhance the Army's general image and increase
recruitment. Have the class choose the best campaign and
submit it to your local Army recruiter for consideration.
5. Critics argue that the "new" Army could spread itself too thin
and reduce its combat ability. Proponents of humanitarian
missions within the Army state that these missions require
military know-how and that the Army is best trained and
equipped to carry them out. Have each student research data to
support both sides of this argument and share his/her data with
the class. Allow students time to discuss the pros and cons of
each side. Then instruct each student to choose one side and
write a position paper supporting that line of thinking.
6. How could the skills, training and expertise of the military be
used in an emergency in your area? Have students brainstorm a
list of natural or human made disasters that could occur in
your region. Then, in groups, have students draw up plans of
action for the Army to help in any one particular instance.
What would be the Army's objectives? What special training
would be crucial to this effort? How would the mission be
carried out? What equipment might be used? Discuss.
----------------EDITOR'S NOTES: TODAY'S NEWS TERMS-----------------
virtual reality conventional war deterrent civilian missions
***** ** ** * June 14, 1993 (4)
* * * * * *
* * * * * *
******** ** ** STUDENT HANDOUT: TV VIOLENCE LOG
DIRECTIONS: Complete the log below for 5 nights of prime time
viewing of the channel that your teacher assigns you.
NAME AND TIME # OF INCIDENTS OF BRIEF DESCRIPTION-
OF PROGRAM VIOLENCE IN PROGRAM TYPES OF VIOLENCE
---------------:-------------------------:------------------
DAY : :
1 : :
: :
: :
: :
: :
---------------:-------------------------:------------------
: :
DAY : :
2 : :
: :
: :
: :
---------------:-------------------------:------------------
: :
DAY : :
3 : :
: :
: :
: :
---------------:-------------------------:------------------
: :
DAY : :
4 : :
: :
: :
: :
---------------:-------------------------:------------------
: :
DAY : :
5 : :
: :
: :
: :
---------------:-------------------------:------------------
Now analyze and share your findings. Were incidents of TV violence
MORE or LESS frequent than you expected? What conclusions can you
draw from your observations? Use your data to help you write a
feature magazine article or newspaper story on television violence.
*** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.